Students in two different sections of an upper-level composition course, Writing for the World Wide Web, chose two very different approaches to an assignment asking them to create a collaboratively written text with and about new media technology and its effects on written communication.
The Process
After brainstorming topics, students in each section broke the assignment into manageable components and assembled small groups to work on specific tasks and sections of the text. They also made choices about the specific technologies they would use to compose and present the text. They then drafted, reviewed, and revised the text using the digital tools they had chosen. Upon completion of the final product, students were asked to evaluate their own work and reflect on the process of creating their text.
ENGL 4832: Writing for the World Wide Web
Elizabeth Davis, Coordinator of the Writing Certificate Program
University of Georgia
žeadavis@uga.edu
The Assignment
Students in two different sections of an upper-level composition course, Writing for the World Wide Web, chose two very different approaches to an assignment asking them to create a collaboratively written text with and about new media technology and its effects on written communication.The Process
After brainstorming topics, students in each section broke the assignment into manageable components and assembled small groups to work on specific tasks and sections of the text. They also made choices about the specific technologies they would use to compose and present the text. They then drafted, reviewed, and revised the text using the digital tools they had chosen. Upon completion of the final product, students were asked to evaluate their own work and reflect on the process of creating their text.
The Results
The finished projects:
Class 1: A Writing Guide Composed in GDocs and Dreamweaver:
ENGL 4832 Collaborative Web Text
Class 2: A Traditional Research Paper Written and Published in GoogleDocs/PDF:
A Tale of Two Classes:
An Instructor Reflects via Blog